Eighty-six percent of Michigan's K-12 public school buildings and 95 percent of school districts in Michigan made Adequate Yearly Progress (AYP) this past school year, according to the Michigan Department of Education.
The state's EducationYES! report cards were released on August 4 for Michigan elementary, middle, and high schools, along with the annual report on each school's AYP, as required by the federal No Child Left Behind (NCLB) Act.
Forty-five more school buildings made AYP for the 2009-2010 school year than the previous year, and 82 buildings came off the NCLB consequences list by having made AYP for the second consecutive year. There also was an 11 percent increase in the number of Michigan high schools that made AYP this year over last.
"One of our top priorities is educating students so they're prepared for college and eventually the workplace," said Governor Jennifer M. Granholm. "This report shows we're making steady progress toward that goal, but we cannot rest until all Michigan children are equipped with the skills they need to compete in a global economy."
State Superintendent of Public Instruction Mike Flanagan said that this year's report reflects increases on many levels for schools, and credits among the key factors the student achievement gains in mathematics and English language arts assessment scores.
"Overall, we are seeing growth in math, reading, and writing scores among Michigan students," said Flanagan, "and when students show progress, it is reflective of positive changes that teachers and administrators are making in their schools."
Students' math scores on the Michigan Educational Assessment Program (MEAP) rose for the fifth consecutive year in 2009-2010, and reading scores also saw critical increases. The Michigan Merit Exam (MME) for high school students likewise had increases in the math, reading, writing, and science scores.
2010 Report Card Highlights:
- For the third consecutive year, more school made AYP overall (3,188 in 2010; 3,143 in 2009; 3,003 in 2008).
- The percentage of schools making AYP rose from 80 percent in 2007-2008 to 86 percent in 2009-2010.
- The percent of schools Indentified for Improvement (Phases 1 and above) declined 12.25 percent, from 514 schools in 2008-2009 to 453 in 2009-2010.
- Eighty-two schools that made AYP were removed from the NCLB sanctions list as a result of making AYP for two consecutive years. This is compared to 35 schools last year.
- More schools received As on their report cards. Over the past three years the number of schools receiving As increased from 1,526 (41 percent in 2007-2008) to 1,842 (50 percent in 2009-2010).
When describing schools' AYP status, there are three "stages" outlined in the Federal Title I, Part A law. These stages designate schools as "Identified for School Improvement," "Identified for Corrective Action," and "Identified for Restructuring." Identified schools are categorized into one of these groups depending upon the number of years the school has not made AYP.
To make AYP, a school must test 95 percent of its students in total and in each required student subgroup defined by the federal law. The school must attain the target achievement goal in English language arts and mathematics, or reduce the percentage of students in the non-proficient category of achievement by 10 percent ("safe harbor"). In addition, the school must meet or exceed the other academic indicators set by the state: graduation rate for high schools and attendance rate for elementary and middle schools. These achievement goals must be reached for each subgroup that has at least 30 students in the group.
Schools that don't make AYP for two or more consecutive years are placed on the federally-required consequences list. The consequences get progressively more severe with each additional year a school does not make AYP, ranging from having to provide school choice and transportation to another school, to tutorial services for the students, to eventual school restructuring. For a complete listing of AYP consequences and supports, as well as the local district results, visit: www.michigan.gov/ayp.
Under NCLB, all states are required to establish English language arts and mathematic proficiency targets to reach 100 percent by the 2013-2014 school year. During the 2007-2008 school year, the percent of students needing to be proficient on the MEAP and MME was raised by an average of 10 percent, in order to be on trajectory to the NCLB target of 100 percent proficiency by the 2013-2014 school year. Targets will raise a similar amount every year beginning in the 2010-2011 school year. While achievement rates on the MEAP and MME trended upward overall across the state, some schools did not make the gains necessary to meet the new requirement.
The EducationYES! School Report Cards are a compilation of student scores on the MEAP and MME tests; the MI-Access alternate assessments for students with disabilities; AYP designation; and in various, self-reported, school performance indicators—such as family involvement in the schools, curriculum, student attendance, and professional development for its teachers.